Area of Learning: PHYSICAL AND HEALTH EDUCATION
BIG IDEAS
Ministry of Education
Daily physical activity helps us
develop movement skills and physical
literacy, and is an important part of
healthy living.
Kindergarten
Learning about ourselves and others
helps us develop a positive attitude
and caring behaviours, which helps
us build healthy relationships.
Knowing about our bodies and
making healthy choices helps us
look after ourselves.
Good health comprises
physical, mental, and
emotional well-being.
Learning Standards
Curricular Competencies
Content
Students are expected to be able to do the following:
Students are expected to know the following:
Physical literacy
• Develop and demonstrate a variety of fundamental movement skills in a variety of physical
activities and environments
• Describe the body’s reaction to participating in physical activity in a variety of environments
• Develop and demonstrate safety, fair play, and leadership in physical activities
Healthy and active living
•
•
•
•
•
Participate daily in physical activity at moderate to vigorous intensity levels
Identify opportunities to be physically active at school, at home, and in the community
Identify and explore a variety of foods and describe how they contribute to health
Identify opportunities to make choices that contribute to health and well-being
Identify sources of health information
Social and community health
• Identify and describe a variety of unsafe and/or uncomfortable situations
• Develop and demonstrate respectful behaviour when participating in activities with others
• Identify caring behaviours among classmates and within families
Mental well-being
• Identify and describe practices that promote mental well-being
• Identify and describe feelings and worries
• Identify personal skills, interests, and preferences
• proper technique for fundamental movement skills,
including non-locomotor, locomotor, and
manipulative skills
• how to participate in different types of physical
activities, including individual and dual activities,
rhythmic activities, and games
• relationships between food, hydration,
and health
• practices that promote health and well-being
• names for parts of the body, including male and
female private parts
• appropriate and inappropriate ways of being
touched
• different types of substances
• hazards and potentially unsafe situations
• caring behaviours in groups and families
• emotions and their causes and effects
• reliable sources of health information
June 2016
www.curriculum.gov.bc.ca
© Province of British Columbia • 1
Area of Learning: PHYSICAL AND HEALTH EDUCATION
Ministry of Education
Daily physical activity helps us
develop movement skills and physical
literacy, and is an important part of
healthy living.
Grade 1
BIG IDEAS
Learning about ourselves and others
helps us develop a positive attitude
and caring behaviours, which helps
us build healthy relationships.
Knowing about our bodies and
making healthy choices helps us
look after ourselves.
Good health comprises
physical, mental, and
emotional well-being.
Learning Standards
Curricular Competencies
Content
Students are expected to be able to do the following:
Students are expected to know the following:
Physical literacy
• Develop and demonstrate a variety of fundamental movement skills in a variety of physical
activities and environments
• Describe the body’s reaction to participating in physical activity in a variety of environments
• Develop and demonstrate safety, fair play, and leadership in physical activities
Healthy and active living
• Participate daily in physical activity at moderate to vigorous intensity levels
• Identify opportunities to be physically active at school, at home, and in the community
• Identify and explore a variety of foods and describe how they contribute to health
• Identify opportunities to make choices that contribute to health and well-being
• Recognize basic health information from a variety of sources
Social and community health
• Describe ways to prevent and respond to a variety of unsafe and/or uncomfortable situations
• Develop and demonstrate respectful behaviour when participating in activities with others
• Identify caring behaviours among classmates and within families
• Identify and describe practices that promote mental well-being
• Identify and describe feelings and worries
• Identify personal skills, interests, and preferences
June 2016
www.curriculum.gov.bc.ca
• proper technique for fundamental movement skills,
including non-locomotor, locomotor, and
manipulative skills
• how to participate in different types of physical
activities, including individual and dual activities,
rhythmic activities, and games
• relationships between food, hydration,
and health
• effects of different activities on the body
• practices that promote health and well-being
• names for parts of the body, including male
and female private parts
• appropriate and inappropriate ways of being
touched
• different types of substances and how to safely
use or avoid them
• hazards and potentially unsafe situations
• caring behaviours in groups and families
• emotions and their causes and effects
• reliable sources of health information
© Province of British Columbia • 2
Area of Learning: PHYSICAL AND HEALTH EDUCATION
Ministry of Education
Daily participation in
physical activity at
moderate to vigorous
intensity levels benefits all
aspects of our well-being.
Grade 2
BIG IDEAS
Learning how to participate
and move our bodies in different physical activities helps us develop
physical literacy.
Adopting healthy personal
practices and safety
strategies protects ourselves
and others.
Having good communication
skills and managing our
emotions enables us to
develop and maintain healthy
relationships.
Our physical,
emotional, and
mental health are
interconnected.
Learning Standards
Curricular Competencies
Content
Students are expected to be able to do the following:
Students are expected to know the following:
Physical literacy
• Develop and demonstrate a variety of fundamental movement skills in a variety
of physical activities and environments
• Apply methods of monitoring exertion levels in physical activity
• Develop and demonstrate safety, fair play, and leadership in physical activities
• Identify and explain factors that contribute to positive experiences in different
physical activities
Healthy and active living
• Participate daily in physical activity at moderate to vigorous intensity levels
• Identify and describe opportunities to be physically active at school, at home,
and in the community
• Explore strategies for making healthy eating choices
• Describe ways to access information on and support services for a variety
of health topics
• Explore and describe components of healthy living
• proper technique for fundamental movement skills, including
non-locomotor, locomotor, and manipulative skills
• ways to monitor physical exertion levels
• how to participate in different types of physical activities,
including individual and dual activities, rhythmic activities,
and games
• effects of physical activity on the body
• practices that promote health and well-being, including those
relating to physical activity, nutrition, and illness
prevention
• strategies for accessing health information
• strategies and skills to use in potentially hazardous,
unsafe, or abusive situations
• effects of different substances, and strategies for preventing
personal harm
• managing and expressing emotions
• factors that influence self-identity
June 2016
www.curriculum.gov.bc.ca
© Province of British Columbia • 3
Area of Learning: PHYSICAL AND HEALTH EDUCATION
Ministry of Education
Grade 2
Learning Standards (continued)
Curricular Competencies
Content
• Identify and describe avoidance or assertiveness strategies to use in unsafe
and/or uncomfortable situations
• Develop and demonstrate respectful behaviour when participating in activities
with others
• Identify and describe characteristics of positive relationships
• Explain how participation in outdoor activities supports connections with the
community and environment
• Identify and apply strategies that promote mental well-being
• Identify and describe feelings and worries, and strategies for dealing with them
• Identify personal skills, interests, and preferences and describe how they
influence self-identity
June 2016
www.curriculum.gov.bc.ca
© Province of British Columbia • 4
Area of Learning: PHYSICAL AND HEALTH EDUCATION
Ministry of Education
Daily participation in
physical activity at
moderate to vigorous
intensity levels benefits all
aspects of our well-being.
Grade 3
BIG IDEAS
Movement skills and
strategies help us learn how
to participate in different
types of physical activity.
Adopting healthy personal
practices and safety
strategies protects
ourselves and others.
Having good communication
skills and managing our
emotions enables us to develop and maintain
healthy relationships.
Our physical,
emotional, and mental
health are
interconnected.
Learning Standards
Curricular Competencies
Content
Students are expected to be able to do the following:
Students are expected to know the following:
Physical literacy
• Develop and apply a variety of fundamental movement skills in a variety of
physical activities and environments
• Apply a variety of movement concepts and strategies in different
physical activities
• Apply methods of monitoring exertion levels in physical activity
• Develop and demonstrate safety, fair play, and leadership in physical
activities
• Identify and explain factors that contribute to positive experiences in
different physical activities
Healthy and active living
• Participate daily in physical activity at moderate to vigorous intensity levels
• Identify and describe opportunities for and potential challenges to being
physically active at school, at home, and in the community
• Explore and describe strategies for making healthy eating choices in a
variety of settings
• Describe ways to access information on and support services for a variety
of health topics
• Explore and describe strategies for pursuing personal healthy-living goals
• proper technique for fundamental movement skills, including
non-locomotor, locomotor, and manipulative skills
• movement concepts and strategies
• ways to monitor physical exertion levels
• different types of physical activities, including individual and dual
activities, rhythmic activities, and games
• practices that promote health and well-being, including those
relating to physical activity, sleep, and illness prevention
• nutrition and hydration choices to support different activities and
overall health
• strategies for accessing health information
• strategies and skills to use in potentially hazardous, unsafe,
or abusive situations
• nature and consequences of bullying
• effects of different substances, and strategies for preventing
personal harm
• relationship between worries and fears
• factors that influence self-identity
June 2016
www.curriculum.gov.bc.ca
© Province of British Columbia • 5
Area of Learning: PHYSICAL AND HEALTH EDUCATION
Ministry of Education
Grade 3
Learning Standards (continued)
Curricular Competencies
Content
Social and community health
• Identify and describe avoidance or assertiveness strategies to use in unsafe
and/or uncomfortable situations
• Describe and apply strategies for developing and maintaining positive
relationships
• Explain how participation in outdoor activities supports connections with the
community and environment
Mental well-being
• Identify and apply strategies that promote mental well-being
• Describe physical, emotional, and social changes as students grow older
• Describe factors that influence mental well-being and self-identity
June 2016
www.curriculum.gov.bc.ca
© Province of British Columbia • 6
Area of Learning: PHYSICAL AND HEALTH EDUCATION
BIG IDEAS
Ministry of Education
Daily participation in
physical activity at
moderate to vigorous
intensity levels benefits all
aspects of our well-being.
Grade 4
Knowing what we enjoy doing
and knowing about our
opportunities to participate in
those activities helps us
develop an active lifestyle.
Understanding ourselves
and the various aspects of
health helps us develop a
balanced lifestyle.
Personal choices and
social and environmental
factors influence our health
and well-being.
Developing healthy
relationships helps us
feel connected,
supported, and valued.
Learning Standards
Curricular Competencies
Content
Students are expected to be able to do the following:
Students are expected to know the following:
Physical literacy
• Develop and apply a variety of fundamental movement skills in a variety
of physical activities and environments
• Apply a variety of movement concepts and strategies in different
physical activities
• Apply methods of monitoring exertion levels in physical activity
• Develop and demonstrate safety, fair play, and leadership in
physical activities
• Identify and describe preferred types of physical activity
Healthy and active living
• Participate daily in physical activity at moderate to vigorous
intensity levels
• Identify and describe opportunities for and potential challenges to
participation in preferred types of physical activity at school, at home,
and in the community
• Explain the relationship of healthy eating to overall health and
well-being
• Identify and describe factors that influence healthy choices
• Examine and explain how health messages can influence behaviours
and decisions
• Identify and apply strategies for pursuing personal healthy-living goals
June 2016
• proper technique for fundamental movement skills, including ,
non-locomotor, locomotor, and manipulative skills
• movement concepts and strategies
• ways to monitor physical exertion levels
• how to participate in different types of physical activities, including
individual and dual activities, rhythmic activities, and games
• benefits of physical activity and exercise
• practices that promote health and well-being, including those relating to
physical activity, sleep, healthy eating, and illness prevention
• food portion sizes and number of servings
• communicable and non-communicable illnesses
• media messaging and body image
• strategies and skills to use in potentially hazardous, unsafe or
abusive situations, including identifying common lures or tricks used
by potential abusers
• strategies for responding to bullying, discrimination, and violence
• potential effects of psychoactive substance use, and strategies for
preventing personal harm
• factors that influence self-identity, including body image and
social media
• physical, emotional, and social changes that occur during puberty,
including those involving sexuality and sexual identity
www.curriculum.gov.bc.ca
© Province of British Columbia • 7
Area of Learning: PHYSICAL AND HEALTH EDUCATION
Ministry of Education
Grade 4
Learning Standards (continued)
Curricular Competencies
Content
Social and community health
• Identify and describe avoidance or assertiveness strategies to use in
unsafe and/or uncomfortable situations
• Describe and assess strategies for responding to discrimination,
stereotyping, and bullying
• Describe and apply strategies for developing and maintaining
positive relationships
• Describe and apply strategies that promote a safe and
caring environment
Mental well-being
• Describe and assess strategies for promoting mental well-being
• Describe and assess strategies for managing problems related to
mental well-being and substance use
• Explore and describe strategies for managing physical, emotional, and
social changes during puberty
• Describe factors that positively influence mental well-being and
self-identity
June 2016
www.curriculum.gov.bc.ca
© Province of British Columbia • 8
Area of Learning: PHYSICAL AND HEALTH EDUCATION
BIG IDEAS
Ministry of Education
Daily physical activity
enables us to practice
skillful movement and
helps us develop
personal fitness.
Grade 5
Knowing what we enjoy doing
and knowing about our
opportunities to participate in those activities helps us
develop an active lifestyle.
Understanding ourselves
and the various aspects of
health helps us develop a
balanced lifestyle.
Personal choices and social and
environmental factors
influence our health and well-being.
Developing healthy
relationships helps us feel
connected, supported,
and valued.
Learning Standards
Curricular Competencies
Content
Students are expected to be able to do the following:
Students are expected to know the following:
Physical literacy
• Develop and apply a variety of fundamental movement skills in a variety
of physical activities and environments
• Develop and apply a variety of movement concepts and strategies in
different physical activities
• Apply methods of monitoring and adjusting exertion levels in physical activity
• Develop and demonstrate safety, fair play, and leadership in physical
activities
• Identify and describe preferred types of physical activity
Healthy and active living
• Participate daily in physical activity designed to enhance and maintain
health components of fitness
• Identify and describe opportunities for and potential challenges to
participation in preferred types of physical activity at school, at home,
and in the community
• Analyze and describe the connections between eating, physical activity,
and mental well-being
• Describe the impacts of personal choices on health and well-being
• Describe strategies for communicating medical concerns and getting help
with health issues
• Identify, apply, and reflect on strategies used to pursue personal
healthy-living goals
June 2016
• proper technique for fundamental movement skills, including
non-locomotor, locomotor, and manipulative skills
• movement concepts and strategies
• ways to monitor and adjust physical exertion levels
• how to participate in different types of physical activities including
individual and dual activities, rhythmic activities, and games
• differences between the health components of fitness
• training principles to enhance personal fitness levels, including
the FITT principle
• benefits of physical activity and exercise
• food choices to support active lifestyles and overall health
• practices that promote health and well-being, including those that
prevent communicable and non-communicable illnesses
• sources of health information and support services
• strategies to protect themselves and others from potential
abuse, exploitation, and harm in a variety of settings
• factors influencing use of psychoactive substances, and
potential harms
• physical, emotional, and social changes that occur during
puberty, including those involving sexuality and sexual identity,
and changes to relationships
www.curriculum.gov.bc.ca
© Province of British Columbia • 9
Area of Learning: PHYSICAL AND HEALTH EDUCATION
Ministry of Education
Grade 5
Learning Standards (continued)
Curricular Competencies
Content
Social and community health
• Identify and describe strategies for avoiding and/or responding to
potentially unsafe, abusive, or exploitive situations
• Describe and assess strategies for responding to discrimination,
stereotyping, and bullying
• Describe and apply strategies for developing and maintaining
healthy relationships
• Describe and apply strategies that promote a safe and caring environment
Mental well-being
• Describe and assess strategies for promoting mental well-being, for self
and others
• Describe and assess strategies for managing problems related to mental
well-being and substance use, for others
• Explore and describe strategies for managing physical, emotional, and social
changes during puberty
• Explore and describe how personal identities adapt and change in different
settings and situations
June 2016
www.curriculum.gov.bc.ca
© Province of British Columbia • 10
Area of Learning: PHYSICAL AND HEALTH EDUCATION
BIG IDEAS
Ministry of Education
Daily physical activity
enables us to practice skillful
movement and helps us
develop personal fitness.
Grade 6
Physical literacy and
fitness contribute to our
success in and enjoyment
of physical activity.
We experience many
changes in our lives that
influence how we see
ourselves and others.
Healthy choices
influence our
physical, emotional,
and mental well-being.
Learning about similarities
and differences in individuals
and groups influences
community health.
Learning Standards
Curricular Competencies
Content
Students are expected to be able to do the following:
Students are expected to know the following:
Physical literacy
• Develop, refine, and apply fundamental movement skills in a variety of
physical activities and environments
• Develop and apply a variety of movement concepts and strategies in
different physical activities
• Apply methods of monitoring and adjusting exertion levels in physical
activity
• Develop and demonstrate safety, fair play, and leadership in physical
activities
• Identify and describe preferred types of physical activity
Healthy and active living
• Participate daily in physical activity designed to enhance and maintain
health components of fitness
• Describe how students’ participation in physical activities at school, at
home, and in the community can influence their health and fitness
• Explore and plan food choices to support personal health and well-being
• Describe the impacts of personal choices on health and well-being
• Analyze health messages and possible intentions to influence behaviour
• Identify, apply, and reflect on strategies used to pursue personal
healthy-living goals
June 2016
• proper technique for fundamental movement skills, including
non-locomotor, locomotor, and manipulative skills
• movement concepts and strategies
• ways to monitor and adjust physical exertion levels
• how to participate in different types of physical activities, including
individual and dual activities, rhythmic activities, and games
• training principles to enhance personal fitness levels, including the
FITT principle and the SAID principle
• influences on food choices
• practices that reduce the risk of contracting sexually transmitted
infections and life-threatening communicable diseases
• sources of health information
• basic principles for responding to emergencies
• strategies to protect themselves and others from potential abuse,
exploitation, and harm in a variety of settings
• consequences of bullying, stereotyping, and discrimination
• strategies for managing personal and social risks related to
psychoactive substances and potentially addictive behaviours
• physical, emotional, and social changes that occur during puberty
and adolescence
• influences on individual identity, including sexual identity, gender,
values, and beliefs
www.curriculum.gov.bc.ca
© Province of British Columbia • 11
Area of Learning: PHYSICAL AND HEALTH EDUCATION
Ministry of Education
Grade 6
Learning Standards (continued)
Curricular Competencies
Content
Social and community health
• Identify and describe strategies for avoiding and/or responding to
potentially unsafe, abusive, or exploitive situations
• Describe and assess strategies for responding to discrimination,
stereotyping, and bullying
• Describe and apply strategies for developing and maintaining
healthy relationships
• Explore strategies for promoting the health and well-being of the school
and community
Mental well-being
• Describe and assess strategies for promoting mental well-being, for self
and others
• Describe and assess strategies for managing problems related to mental
well-being and substance use, for others
• Explore and describe strategies for managing physical, emotional, and
social changes during puberty and adolescence
• Explore and describe how personal identities adapt and change in
different settings and situations
June 2016
www.curriculum.gov.bc.ca
© Province of British Columbia • 12
Area of Learning: PHYSICAL AND HEALTH EDUCATION
BIG IDEAS
Ministry of Education
Daily participation in different
types of physical activity
influences our physical literacy
and personal health and
fitness goals.
Grade 7
Physical literacy and
fitness contribute to our
success in and enjoyment
of physical activity.
We experience many
changes in our lives that
influence how we see
ourselves and others.
Healthy choices
influence our physical,
emotional, and mental
well-being.
Learning about similarities
and differences in individuals
and groups influences
community health.
Learning Standards
Curricular Competencies
Content
Students are expected to be able to do the following:
Students are expected to know the following:
Physical literacy
• Develop, refine, and apply fundamental movement skills in a variety of
physical activities and environments
• Develop and apply a variety of movement concepts and strategies in
different physical activities
• Apply methods of monitoring and adjusting exertion levels in physical
activity
• Develop and demonstrate safety, fair play, and leadership in physical
activities
• Identify and describe preferred types of physical activity
Healthy and active living
• Participate daily in physical activity designed to enhance and maintain
health components of fitness
• Describe how students’ participation in physical activities at school, at
home, and in the community can influence their health and fitness
• Investigate and analyze influences on eating habits
• Identify factors that influence healthy choices and explain their potential
health effects
• Assess and communicate health information for various health issues
• Identify and apply strategies to pursue personal healthy-living goals
• Reflect on outcomes of personal healthy-living goals and assess
strategies used
June 2016
• proper technique for fundamental movement skills, including
non-locomotor, locomotor, and manipulative skills
• movement concepts and strategies
• ways to monitor and adjust physical exertion levels
• how to participate in different types of physical activities, including
individual and dual activities, rhythmic activities, and games
• training principles to enhance personal fitness levels, including the
FITT principle, SAID principle, and specificity
• effects of different types of physical activity on the body
• factors that influence personal eating choices
• practices that reduce the risk of contracting sexually transmitted
infections and life-threatening communicable diseases
• sources of health information
• basic principles for responding to emergencies
• strategies to protect themselves and others from potential abuse,
exploitation, and harm in a variety of settings
• consequences of bullying, stereotyping, and discrimination
• signs and symptoms of stress, anxiety, and depression
• influences of physical, emotional, and social changes on identities
and relationships
www.curriculum.gov.bc.ca
© Province of British Columbia • 13
Area of Learning: PHYSICAL AND HEALTH EDUCATION
Ministry of Education
Grade 7
Learning Standards (continued)
Curricular Competencies
Content
Social and community health
• Identify and describe strategies for avoiding and/or responding to
potentially unsafe, abusive, or exploitive situations
• Describe and assess strategies for responding to discrimination,
stereotyping, and bullying
• Describe and apply strategies for developing and maintaining
healthy relationships
• Explore strategies for promoting the health and well-being of the
school and community
Mental well-being
• Describe and assess strategies for promoting mental well-being, for self
and others
• Describe and assess strategies for managing problems related to mental
well-being and substance use, for others
• Create and assess strategies for managing physical, emotional, and social
changes during puberty and adolescence
• Explore the impact of transition and change on identities
June 2016
www.curriculum.gov.bc.ca
© Province of British Columbia • 14
Area of Learning: PHYSICAL AND HEALTH EDUCATION
BIG IDEAS
Ministry of Education
Daily participation in different types
of physical activity influences our
physical literacy and personal
health and fitness goals.
Grade 8
Lifelong participation in
physical activity has many
benefits and is an essential
part of a healthy lifestyle.
Healthy choices
influence our physical,
emotional, and mental
well-being.
Healthy relationships
can help us lead
rewarding and fulfilling
lives.
Advocating for the health and well-being of others connects us to
our community.
Learning Standards
Curricular Competencies
Content
Students are expected to be able to do the following:
Students are expected to know the following:
Physical literacy
• Develop, refine, and apply fundamental movement skills in a variety of physical
activities and environments
• Develop and apply a variety of movement concepts and strategies in different
physical activities
• Apply methods of monitoring and adjusting exertion levels in physical activity
• Develop and demonstrate safety, fair play, and leadership in physical activities
• Identify and describe preferred types of physical activity
Healthy and active living
• Participate daily in physical activity designed to enhance and maintain health
components of fitness
• Describe how students’ participation in physical activities at school, at home, and
in the community can influence their health and fitness
• Develop strategies for promoting healthy eating choices in different settings
• Assess factors that influence healthy choices and their potential health effects
• Identify factors that influence health messages from a variety of sources,
and analyze their influence on behaviour
• Identify and apply strategies to pursue personal healthy-living goals
• Reflect on outcomes of personal healthy-living goals and assess strategies used
June 2016
www.curriculum.gov.bc.ca
• proper technique for fundamental movement skills, including
non-locomotor, locomotor, and manipulative skills
• movement concepts and strategies
• ways to monitor and adjust physical exertion levels
• how to participate in different types of physical activities,
including individual and dual activities, rhythmic activities,
and games
• training principles to enhance personal fitness levels including
the FITT principle, SAID principle, and specificity
• effects of different types of physical activity on the body
• healthy sexual decision making
• marketing and advertising tactics aimed at children and
youth, including those involving food and supplements
• potential short-term and long-term consequences of health
decisions, including those involving nutrition, protection from
sexually transmitted infections, and sleep routines
• sources of health information
• basic principles for responding to emergencies
• strategies to protect themselves and others from potential
abuse, exploitation, and harm in a variety of settings
© Province of British Columbia • 15
Area of Learning: PHYSICAL AND HEALTH EDUCATION
Ministry of Education
Grade 8
Learning Standards (continued)
Curricular Competencies
Content
• consequences of bullying, stereotyping, and discrimination
• media and social influences related to psychoactive
substance use and potentially addictive behaviours
• signs and symptoms of stress, anxiety, and depression
• influences of physical, emotional, and social changes on
identities and relationships
Social and community health
• Propose strategies for avoiding and/or responding to potentially unsafe,
abusive, or exploitive situations
• Propose strategies for responding to discrimination, stereotyping, and bullying
• Propose strategies for developing and maintaining healthy relationships
• Create strategies for promoting the health and well-being of the school
and community
Mental well-being
• Describe and assess strategies for promoting mental well-being, for self
and others
• Describe and assess strategies for managing problems related to mental
well-being and substance use, for others
• Create and assess strategies for managing physical, emotional, and social
changes during puberty and adolescence
• Explore and describe the impact of transition and change on identities
June 2016
www.curriculum.gov.bc.ca
© Province of British Columbia • 16
Area of Learning: PHYSICAL AND HEALTH EDUCATION
BIG IDEAS
Ministry of Education
Daily participation in different types
of physical activity influences our
physical literacy and personal
health and fitness goals.
Grade 9
Lifelong participation in
physical activity has many
benefits and is an essential
part of a healthy lifestyle.
Healthy choices
influence our physical,
emotional, and mental
well-being.
Healthy relationships
can help us lead
rewarding and fulfilling
lives.
Advocating for the health and well-being of others connects us to
our community.
Learning Standards
Curricular Competencies
Content
Students are expected to be able to do the following:
Students are expected to know the following:
Physical literacy
• Develop, refine, and apply fundamental movement skills in a variety
of physical activities and environments
• Develop and apply a variety of movement concepts and strategies
in different physical activities
• Apply methods of monitoring and adjusting exertion levels in
physical activity
• Develop and demonstrate safety, fair play, and leadership in
physical activities
• Identify and describe preferred types of physical activity
Healthy and active living
• Participate daily in physical activity designed to enhance and
maintain health components of fitness
• Describe how students’ participation in physical activities at school,
at home, and in the community can influence their health and fitness
• Propose healthy choices that support lifelong health and well-being
• Identify factors that influence health messages from a variety of
sources, and analyze their influence on behaviour
• Identify and apply strategies to pursue personal healthy-living goals
• Reflect on outcomes of personal healthy-living goals and assess
strategies used
June 2016
• proper technique for fundamental movement skills including
non-locomotor, locomotor, and manipulative skills
• movement concepts and strategies
• ways to monitor and adjust physical exertion levels
• how to participate in different types of physical activities, including
individual and dual activities, rhythmic activities, and games
• training principles to enhance personal fitness levels, including the FITT
principle, SAID principle, and specificity
• effects of different types of physical activity on the body
• healthy sexual decision making
• potential short- and long-term consequences of health decisions, including
those involving nutrition, protection from sexually transmitted infections,
and sleep routines
• sources of health information
• basic principles for responding to emergencies
• strategies to protect themselves and others from potential abuse,
exploitation, and harm in a variety of settings
• consequences of bullying, stereotyping, and discrimination
• physical, emotional, and social aspects of psychoactive substance
use and potentially addictive behaviours
• signs and symptoms of stress, anxiety, and depression
• influences of physical, emotional, and social changes on identities
and relationships
www.curriculum.gov.bc.ca
© Province of British Columbia • 17
Area of Learning: PHYSICAL AND HEALTH EDUCATION
Ministry of Education
Grade 9
Learning Standards (continued)
Curricular Competencies
Content
Social and community health
• Propose strategies for avoiding and/or responding to potentially
unsafe, abusive, or exploitive situations
• Analyze strategies for responding to discrimination, stereotyping,
and bullying
• Propose strategies for developing and maintaining
healthy relationships
• Create strategies for promoting the health and well-being of the
school and community
Mental well-being
• Analyze strategies for promoting mental well-being, for self
and others
• Assess and evaluate strategies for managing problems related to
mental well-being and substance use, for others
• Create and evaluate strategies for managing physical, emotional,
and social changes during puberty and adolescence
• Explore and describe factors that shape personal identities,
including social and cultural factors
June 2016
www.curriculum.gov.bc.ca
© Province of British Columbia • 18